This research is a report on the findings carried out on the correlation of accounting and mathematics in some selected public schools: A Case Study Of Gwagwalada Area Council FCT- Abuja. The main purpose of this studies is to determine the correlation of accounting and mathematics in schools. The research design used for the study is descriptive and survey research. The study of mathematics contributes significantly to the performance of accounting student. The results were analyzed, findings discovered, highlighted and recommendations were made. This is no gainsaying that there is no limitation to research work generally any shortcoming that arises is as a result of this factors which acted as the limitation of this research work.
According to encyclopedia the term ” correlation” simply means that the measure of linear relationship between two variables, that is if the correlation is negative then the two variables have a negative linear relationship (negative association) and also if the correlation is positive then the two variables have a positive relationship (positive association). If the correlation is zero then the two variables have no linear relationship. Grades acquired in prerequisite subjects at secondary schools are one of the basic requirements for obtaining admission into tertiary institutions in Nigeria. It is expected that the grades obtained in prerequisite subjects at secondary school level can promote academic progress with regards to a more in-depth understanding and performance of students into their area of specialization. This assumption made all the programmes of studies in tertiary institutions in Nigeria to emphasize on at least credits grades in some relevant subjects. Based on this, most business educators maintained that any student opting for business education in tertiary institutions should have at least credit in mathematics and principles of accounting.
It is negatively believed that mathematics skills are not essential for good performance in accounting. The study of accounting has to do with how the transaction is been recorded on daily basis. To do this, accountant relies on mathematics in order to formulate principles and method of preparing accounts in making a decision. These principles and methods are expressed in the mathematical format in preparing its accounts. There is no accurate record as to when accounts started, but available information suggests that record keeping is as old as man. The starting point can be linked to the merchants in the Babylonian and Assyrian civilizations, about 4000 years B C. the modus operandi for keeping records then was to make on the wall or stone or papyrus or wax tablets. The method of keeping financial records was highly primitive. The history of accounting is not complete without mentioning the name of an Italian monk and mathematician LUCA PACIOLI. In 1494, the crucial event in accounting was the introduction of double-entry book system in Italy described as “Italian method”. Reverend Lucca Paciolo described the double-entry system by giving insight into the reasoning behind accounting records. He postulated that all entries must have double-entry one a debtor, and one a creditor. After Paciolo, a Dutchman advocated the profit and loss account at the yearly interval. The level of civilization and technological advancement helped in the development of modern methods of accounting.
In Nigeria, record keeping has antecedents in the ancient kingdom and empire and prominent than was the periodic contributions which were recorded on the wall. But the granting of royal character to Royal Niger Company was the turning point in record keeping. The governing accounting principle in Nigeria was almost the same as the ones in Britain.
Mathematics was derived from Latin word “Mathematics” which was originated from the Greek word “Methema” meaning learning or “Matheneium” to learn. The Cambridge International Dictionary defined mathematics as the study of numbers, shapes, and space using reason and usually a special system of symbols and rules for organizing them. According to (Fatumla, 1983), viewed mathematics as the science of space and quantity which is basics to all branches of sciences and technology.
It is believed the knowledge and skills acquired at secondary school in these subjects will help to develop in students’ critical thinking, problem-solving, teamwork, time-management and writing skills. A search into the importance of prerequisite subjects on students shows that it is very crucial for student’s success at tertiary institutions. Scholars such as Alan and Stephen (2010) reported that prerequisite knowledge in the areas of math, economics, and accounting is of great importance to finance students. This opinion was also shared by Adamu and Musa (2012) who reported that basic skills and knowledge gained at secondary school help to develop in students the understanding, critical thinking and technical skills to meet the educational challenges of higher education. Hence student’s prior performance in prerequisite subjects at secondary school tended to carry over to the success of students in the tertiary institution. Interestingly, several research works have considered a variety of potential predictors of academic success for college students and different techniques such as entry grades. It is assumed among scholars that entry grades and skills have an impact on students’ academic achievement. This position was earlier held by Willingham (1985), Young and Barrett (1992), Cabrera, Nora and Castaneda (1993), Mouw and Kkanna (1993), Eimers and Pike (1997) and Noble et al. (1999) who provide evidence that intellectual variables such as entry grades have influence on overall academic success for college students (not necessarily accounting students). A similar study conducted by Johnson and Kuennen (2006) shows that pre- and post-test scores are positively and significantly related to course grade, more so than variables designating which mathematics courses have been taken by students.